Auburn University
Doctor of Pharmacy Program
Auburn University
 

The Doctor of Pharmacy Program Curriculum
Overview

 

After intensive planning and development by the faculty, a new entry-level Pharm.D. curriculum was initiated in the Fall of 1997.  This curriculum includes innovative approaches to pharmaceutical education and is designed to prepare the graduate for pharmacy practice in the twenty-first century.  The following attributes make this curriculum one that is nationally recognized:

 
Outcomes-Based
An outcomes-based curriculum is one that defines specific abilities that the student must be able to "demonstrate" by graduation. There are 10 outcomes for the Auburn Pharm.D. curriculum and these are listed on the Ability-Based Outcomes page. Each stated outcome requires a student to demonstrate they can integrate relevant knowledge, skills and attitudes.

Pharmaceutical Care
Pharmaceutical Care forms the foundation upon which the Auburn Pharm.D. curriculum is built. The profession has adopted Pharmaceutical Care as a philosophy of practice. Nationally, innovative practitioners have successfully implemented pharmaceutical care practices that are models for practice in the Twenty-First century.

Continuous Longitudinal Practice Experiences
Throughout the first three years of the curriculum, the student completes a continuous sequence of pharmacy practice experiences.  These experiences are designed to provide an environment for inculcating the philosophy of pharmaceutical care, nurture the process of professionalization, and instill a need for lifelong learning.  The Pharmaceutical Care Team model is central to this experience in that the student works with other team members in accomplishing the assigned practice responsibilities.  During the first year, students focus on caring skills and forming practitioner-patient relationships, which are the foundation for providing pharmaceutical care.  Service-based learning experiences provide the environment for this to occur.  As students progress throughout the curriculum and have seniority on their Team, they assume greater responsibility for providing pharmaceutical care to the Team’s patients.  Two faculty members and the program coordinator mentor each team as they complete these experiences.

  Students Are Active Self-Directed Learners
Educators have noted that because of the rapid evolution of new knowledge in pharmacy and medicine, future practitioners must be able to learn information independently and not be dependent on a teacher. Therefore, during the curriculum, learning methodologies are used that develop the student's ability to be a self-directed lifelong learner. Examples of such learning include small group discussions, patient-case learning, and problem-based learning. In addition to developing the desired lifelong learning skills, these learning methods are more fun!

Interdisciplinary And Multidisciplinary Learning
Many of our courses are collaboratively taught by faculty members representing two or more of the following areas:
1) pharmaceutics,
2) medicinal chemistry,
3) pharmacology,
4) clinical pharmacy practice, and
5) socio-behavioral pharmacy. 
Most of these courses involve the student in solving actual patient cases that require integration of knowledge, skills and attitudes relevant to these disciplines. 

Students learn to work in multidisciplinary teams consisting of physicians, nurses, and other health care professionals during their advanced practice experience.

A Primary Care Focus
Courses in the curriculum focus on the management of disease states and pharmacotherapy most frequently encountered in the primary care or community setting.


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Revised March 21, 2014